Vertaisarvioitu alkuperäisartikkeli tai data-artikkeli tieteellisessä aikakauslehdessä (A1)

Discourses on encountering multilingual learners in Finnish schools




Julkaisun tekijät: Repo Elisa

Kustantaja: Elsevier

Julkaisuvuosi: 2020

Journal: Linguistics and Education

Volyymi: 60

eISSN: 1873-1864

DOI: http://dx.doi.org/10.1016/j.linged.2020.100864

Verkko-osoite: https://doi.org/10.1016/j.linged.2020.100864

Rinnakkaistallenteen osoite: https://research.utu.fi/converis/portal/detail/Publication/48706273


Tiivistelmä

The study examines the narratives of Finnish lower secondary school
teachers working in linguistically diverse schools by analysing their
narratives’ discourses on encountering multilingual learners. The study
reflects the current period when the Finnish education system is
experiencing growth in linguistic diversity and a change in educational
policies that require language-awareness from all teachers. In the
study, 16 teachers participated in semi-structured group interviews. The
teachers’ narratives were analysed by applying a framework for
linguistically responsive teaching (Lucas & Villegas, 2013) in
combination with discourse analytical methods. The analysis resulted in
six discourses concerning agency, acceptance, and change in the school
culture. The findings provide insights into the complex and multivoiced
ways in which teaching multilingual learners is discussed. By revealing
contradictory and overlapping voices, the study deepens the
understanding of the process of developing teachers’ preparedness for
linguistically diverse classrooms.


Ladattava julkaisu

This is an electronic reprint of the original article.
This reprint may differ from the original in pagination and typographic detail. Please cite the original version.




Last updated on 2022-14-09 at 14:14